The teaching blog as a resource for teaching English
culture and language with songs.
MUFPES - ENGLISH
Autor/a: Rodríguez Rodríguez, Laura Tutor/a: Lobejón Santos, Sergio
Curso académico 2020 / 2021
Table of contents
04. Development
01. Theorical framework
05. Discussion
02. Objectives
06. References
03. Methodology
01
Theorical framework
Common European Framework of Reference for Languages (CEFR). Royal Decree
1105/2014, 26th December, of
Compulsory Secondary Education (LOMCE).
1. Competence in processing information and the use of ICT. 2. Social and civic competence. 3. Cultural and artistic competence. 4. Competence in linguistic communication.
02
Objectives
Specific
- To encourage the interest, creativity and imagination.
- To justify the educative potential that songs have.
- To come up with ways in which teachers can use songs.
- To evaluate the results obtained.
- To use the blog as an active tool.
- To develop activities that increase student motivation.
- To fill linguistic and cultural gaps.
- To use music as a means of acquiring and developing knowledge.
General
To analyze the use of the teaching blog as a resource
for teaching English through songs.
03
Methodology
- To read various publications, articles and books.
- To organize the different points and ideas:
the teaching blog, teaching culture, and the use of songs.
- To employ songs as a teaching tool.
- To evaluate the learning objectives achieved.
04
Development
(I) Song blogs as an educational tool
“Technology has changed the nature of instruction and learning. Teachers are exploring digital technologies to make learning more effective and engage students actively”.
Classroom blogs with songs:
- Student blog.
- Teacher blog.
- Collective classroom blog.
(Dema & Moeller, 2012, p. 82)
04
Development
(II) Teaching culture in EFL classroom
“As teachers of foreign languages, we must convey that successful communication is not enough just to understand the words, but we have to make it possible for our students to understand the cultural context, which is essential to properly decode a message”.
- Reflection.
- Curiosity.
- Interest.
- Engagement.
- Collaboration.
(Díaz-Ortega, 2006, p. 9)
04
Development
(III) Using songs as a teaching resource
“Music provides an excellent ground for raising historical, cultural and societal issues without overshadowing the linguistic component of the lesson”.
Benefits:
- Good
environment.
- Students' cooperation.
- Attention and interest.
- Creativity and imagination.
- Reinforce and consolidate learning.
(Nnamani & Anih, 2020, p. 1253)
04
Development
(III) Using songs as a teaching resource
Song selection:
1. Content.2. Clarity of speech. 3. Age. 4. Speed. 5. Vocabulary. 6. Grammar. 7. Idioms. 8. Popularity. 9. Cultural sensitivity. 10. Offensive lyrics.
Development stages:
- Pre-songs activities.
- While-songs activities.
- Post-songs activities.
(Mobbs & Cuyul, 2018, p. 23)
04
Development
(IV) Case study
Assessment:
2nd-year groups' information.
- Interest and motivation.
- Development.
- Participation (questions, blog comments/reflections, contributions).
- Speaking (pronunciation, intonation, accuracy, interaction, fluency).
- Vocabulary and grammar use.
- Listening skill.
04
Development
(IV) Case study
2nd-year A class' assessment.
2nd-year B class' assessment.
04
Development
(IV) Case study
05
Discussion
"Songs are a great source of ‘real-life’ language and you can use music to practise
lots of different language skills”.
- Motivation, self-confidence and active participation.
- Culture of the English speaking countries.
- Share ideas.
- Social strategies and interests.
- Learning opportunities.
- Creativity, imagination and critical thinking.
(Cambridge Assessment, 2021)
06
References
Cambridge Assessment. (2021). Learn English through songs. Retrieved May 23, 2021,
from: https://www.cambridgeenglish.org/learning-english/parents-and-children/information-for-parents/tips-and-advice/learn-english-through-songs
Dema, O. & Moeller, A.K. (2012). Teaching culture in the 21st century language classroom.
Central states conference on the teaching of foreign languages, 75-91. Touch the world:
selected papers, ed. Tatiana sildus.
Díaz-Ortega, H. (2006). El componente cultural en la enseñanza de una lengua extranjera
como aplicación didáctica. Altadis.net. La revista de educación, 9, 9-12, ISSN: 1697-8005.
Mobbs, A. & Cuyul, M. (2018). Listen to the music: using songs in listening and speaking
classes. English teaching forum, 56 (1), 22-29. United States.
Nnamani, S.N. & Anih, H.U. (2020). Students’ attitude to music in foreign language classes in
secondary schools in Enugu Urban. International journal of English literature and social
sciences, 5 (4), 1252-1261. ISSN: 2456-7620.
Thank you for listening
Questions?
The teaching blog as a resource for teaching English
culture and language with songs.
MUFPES - ENGLISH
Autor/a: Rodríguez Rodríguez, Laura Tutor/a: Lobejón Santos, Sergio
Curso académico 2020 / 2021
TFM LAURA RGUEZ
Laura
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Transcript
The teaching blog as a resource for teaching English culture and language with songs.
MUFPES - ENGLISH
Autor/a: Rodríguez Rodríguez, Laura Tutor/a: Lobejón Santos, Sergio
Curso académico 2020 / 2021
Table of contents
04. Development
01. Theorical framework
05. Discussion
02. Objectives
06. References
03. Methodology
01
Theorical framework
Common European Framework of Reference for Languages (CEFR). Royal Decree 1105/2014, 26th December, of Compulsory Secondary Education (LOMCE).
1. Competence in processing information and the use of ICT. 2. Social and civic competence. 3. Cultural and artistic competence. 4. Competence in linguistic communication.
02
Objectives
Specific
General
To analyze the use of the teaching blog as a resource for teaching English through songs.
03
Methodology
- To read various publications, articles and books.
- To organize the different points and ideas:
the teaching blog, teaching culture, and the use of songs.04
Development
(I) Song blogs as an educational tool
“Technology has changed the nature of instruction and learning. Teachers are exploring digital technologies to make learning more effective and engage students actively”.
Classroom blogs with songs:
(Dema & Moeller, 2012, p. 82)
04
Development
(II) Teaching culture in EFL classroom
“As teachers of foreign languages, we must convey that successful communication is not enough just to understand the words, but we have to make it possible for our students to understand the cultural context, which is essential to properly decode a message”.
(Díaz-Ortega, 2006, p. 9)
04
Development
(III) Using songs as a teaching resource
“Music provides an excellent ground for raising historical, cultural and societal issues without overshadowing the linguistic component of the lesson”.
Benefits:
(Nnamani & Anih, 2020, p. 1253)
04
Development
(III) Using songs as a teaching resource
Song selection:
1. Content.2. Clarity of speech. 3. Age. 4. Speed. 5. Vocabulary. 6. Grammar. 7. Idioms. 8. Popularity. 9. Cultural sensitivity. 10. Offensive lyrics.
Development stages:
(Mobbs & Cuyul, 2018, p. 23)
04
Development
(IV) Case study
Assessment:
2nd-year groups' information.
04
Development
(IV) Case study
2nd-year A class' assessment.
2nd-year B class' assessment.
04
Development
(IV) Case study
05
Discussion
"Songs are a great source of ‘real-life’ language and you can use music to practise lots of different language skills”.
(Cambridge Assessment, 2021)
06
References
Cambridge Assessment. (2021). Learn English through songs. Retrieved May 23, 2021, from: https://www.cambridgeenglish.org/learning-english/parents-and-children/information-for-parents/tips-and-advice/learn-english-through-songs
Dema, O. & Moeller, A.K. (2012). Teaching culture in the 21st century language classroom. Central states conference on the teaching of foreign languages, 75-91. Touch the world: selected papers, ed. Tatiana sildus.
Díaz-Ortega, H. (2006). El componente cultural en la enseñanza de una lengua extranjera como aplicación didáctica. Altadis.net. La revista de educación, 9, 9-12, ISSN: 1697-8005.
Mobbs, A. & Cuyul, M. (2018). Listen to the music: using songs in listening and speaking classes. English teaching forum, 56 (1), 22-29. United States.
Nnamani, S.N. & Anih, H.U. (2020). Students’ attitude to music in foreign language classes in secondary schools in Enugu Urban. International journal of English literature and social sciences, 5 (4), 1252-1261. ISSN: 2456-7620.
Thank you for listening
Questions?
The teaching blog as a resource for teaching English culture and language with songs.
MUFPES - ENGLISH
Autor/a: Rodríguez Rodríguez, Laura Tutor/a: Lobejón Santos, Sergio
Curso académico 2020 / 2021